Keseimbangan Pikiran dan Saran: Peran Rasionalitas Ekonomi Terhadap Kesejahteraan Guru Melalui Kompetensi Profesional

Putra Hilmi Prayitno; Sefira Oktavia Anggraeni; Linda Agustin Ningrum

doi:10.71094/vkj.v4i1.288

Authors

Putra Hilmi Prayitno Program Studi Ekonomi Pembangunan, Universitas Negeri Malang, Indonesia
Sefira Oktavia Anggraeni Program Studi Ekonomi Pembangunan, Universitas Negeri Malang, Indonesia
Linda Agustin Ningrum Program Studi Ekonomi Pembangunan, Universitas Negeri Malang, Indonesia

DOI:

https://doi.org/10.71094/vkj.v4i1.288

Keywords:

Teachers' Economic Rationality, Teachers' Workload, Organizational Support, Teachers' Professional Skills, Teachers' Well-Being

Abstract

The well-being of teachers in East Java has not yet reached an ideal state due to a complex interplay of internal and external factors. Although teachers play a strategic role in education and social development, many face financial pressures, excessive workloads, and minimal institutional support. Consequently, these conditions negatively impact teachers’ motivation, performance, and quality of life. Using a quantitative approach and Structural Equation Modeling-Partial Least Squares (SEM-PLS), this study examined the effects of economic rationality, workload, and organizational support on teacher well-being, with professional competence as a mediating variable, among senior high school economics teachers in East Java. Data were collected from a sample teachers drawn through multistage random sampling from a population of 3,878 economics teachers, using a validated five-point Likert-scale questionnaire. The results show that economic rationality had no significant direct effect on well-being (β = 0.069; p = 0.054), but became significant when mediated by professional competence (β = 0.084; p < 0.001). Workload exerted the strongest direct effect on well-being (β = 0.449; p < 0.001), followed by professional competence (β = 0.416; p < 0.001) and organizational support (β = 0.130; p = 0.008). Workload and organizational support also had significant indirect effects on well-being through professional competence (β = 0.141 and β = 0.195, respectively; both p < 0.001). The model explained 68.5% and 83.9% of the variance in professional competence and teacher well-being, respectively.

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